{"title":"Dropout in online higher education: a systematic literature review","authors":"","doi":"10.1186/s41239-024-00450-9","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>The increased availability of technology in higher education has led to the growth of online learning platforms. However, a significant concern exists regarding dropout rates in online higher education (OHE). In this ever-evolving landscape, student attrition poses a complex challenge that demands careful investigation. This systematic literature review presents a comprehensive analysis of the literature to uncover the reasons behind dropout rates in virtual learning environments. Following the PRISMA guidelines, this study systematically identifies and elucidates the risk factors associated with dropout in online higher education. The selection process encompassed articles published between 2013 and June 2023, resulting in the inclusion of 110 relevant articles that significantly contribute to the discourse in this field. We examine demographic, course-related, technology-related, motivational, and support-related aspects that shape students’ decisions in online learning programs. The review highlights key contributors to dropout like the quality of the course, academic preparation, student satisfaction, learner motivation, system attributes, and support services. Conversely, health concerns, financial limitations, technological issues, screen fatigue, isolation, and academic workload, emerge as significant limitations reported by online learners. These insights offer a holistic understanding of dropout dynamics, guiding the development of targeted interventions and strategies to enhance the quality and effectiveness of online education.</p>","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"32 1","pages":""},"PeriodicalIF":8.6000,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Technology in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1186/s41239-024-00450-9","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The increased availability of technology in higher education has led to the growth of online learning platforms. However, a significant concern exists regarding dropout rates in online higher education (OHE). In this ever-evolving landscape, student attrition poses a complex challenge that demands careful investigation. This systematic literature review presents a comprehensive analysis of the literature to uncover the reasons behind dropout rates in virtual learning environments. Following the PRISMA guidelines, this study systematically identifies and elucidates the risk factors associated with dropout in online higher education. The selection process encompassed articles published between 2013 and June 2023, resulting in the inclusion of 110 relevant articles that significantly contribute to the discourse in this field. We examine demographic, course-related, technology-related, motivational, and support-related aspects that shape students’ decisions in online learning programs. The review highlights key contributors to dropout like the quality of the course, academic preparation, student satisfaction, learner motivation, system attributes, and support services. Conversely, health concerns, financial limitations, technological issues, screen fatigue, isolation, and academic workload, emerge as significant limitations reported by online learners. These insights offer a holistic understanding of dropout dynamics, guiding the development of targeted interventions and strategies to enhance the quality and effectiveness of online education.
期刊介绍：
This journal seeks to foster the sharing of critical scholarly works and information exchange across diverse cultural perspectives in the fields of technology-enhanced and digital learning in higher education. It aims to advance scientific knowledge on the human and personal aspects of technology use in higher education, while keeping readers informed about the latest developments in applying digital technologies to learning, training, research, and management.
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